感知教师支持对农村初中生学业成就的影响——基于一个链式中介模型  

Effects of Perceived Teacher Support on Academic Achievement of Rural Junior High School Students:Based on Chain Mediation Model

作　　者：林铮铮 王凯妮 林晖芸[1] LIN Zhengzheng;WANG Kaini;LIN Huiyun(Longyan University,Longyan,Fujian 364000,China)

机构地区：[1]龙岩学院,福建龙岩364000

出　　处：《龙岩学院学报》2025年第2期122-128,共7页Journal of Longyan University

基　　金：2023年福建省“十四五”教育科学规划课题(FJJKBK23-117);2022年本科高校教育教学研究项目“用虚拟教研室打造大中小学校《学习心理辅导》实践共同体的探索与实践”。

摘　　要：为探讨农村初中生社会情感能力、学习倦怠在感知教师支持和学业成就间的中介作用,采用感知教师支持量表、社会情感能力量表、学习倦怠量表和学业成绩问卷对338名农村初中生进行调查。结果表明,感知教师支持显著正向预测学业成就(β=0.608,p<0.001)。中介效应由3条路径组成,“感知教师支持→社会情感能力→学业成就”,“感知教师支持→学习倦怠→学业成就”,“感知教师支持→社会情感能力→学习倦怠→学业成就”,3条路径的效应量占总间接效应比例分别为68.01%、22.98%、9.01%。提供充分的教师支持、培养学生社会情感能力和降低学习倦怠是提升农村初中生学业成就的重要途径。The purpose of the study is to investigate the mediating roles of social-emotional competence and academic burnout among rural junior high school students between perceived teacher support and academic achievement.The Perceived Teacher Support Scale,the Social Emotional Competence Scale,the Academic Burnout Scale,and the Academic Achievement Questionnaire were used to investigate 338 rural junior high school students.The results show that perceived teacher support significantly predicts academic achievement(β=0.608,p<0.001).The mediation effect is composed of 3 pathways:“perceived teacher support→social emotional competence→academic achievement”,“perceived teacher support→academic burnout→academic achievement”,and“perceived teacher support→social emotional competence→academic burnout→academic achievement”.The proportion of the total indirect effect accounted for by the three pathways is 68.01%,22.98%,and 9.01%,respectively.The findings reveal that adequate teacher support,enhancing social emotional competence,and decreasing academic burnout are important pathways to improve the academic achievement of rural junior high school students.

关 键 词：农村初中生 感知教师支持 社会情感能力 学习倦怠 学业成就 

分 类 号：G446[哲学宗教—心理学]